Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Jan. 15, 2009). PDF text: viii, 170 p. : ill. (some col.) ; 3 Mb. UMI publication number: AAT 3315880. Includes bibliographical references. Also available in microfilm and microfiche formats.

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Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Dec. 1, 2004. Dissertation Committee: J.H. McGrath (chair), Robert Hemenway, Samuel Price, Clayton Thomas, Gene Budig. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

Abstract is available to download.

This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - ++ / in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.

This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students’ perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experiences at university and school sites that can either strengthen the initial commitment to become a teacher or might lessen the original desire to teach. The context of the study is a regional university in a provincial city in Central Queensland. The selection of constructivism as a theoretical framework informed the research approach and allowed data to be gathered in a case study format using an iterative process to permit probing and identification of change, and reconstruction of relevant issues. In this research, data was collected through three individual interviews with nine first year prospective student teachers at the beginning, mid and end of that year. Constructivist analysis concepts were employed to draw from the data coded patterns, themes and issues displaying student teachers’ emerging perceptions of their first year of learning how to teach. The thesis reports that student teachers in their initial year were enabled to articulate their co-construction of what it means to be a teacher. During the year they were able to build up their construction of what it means to be a teacher which, over time, alleviated earlier uncertainties as their decision to teach was affirmed. The process of construction of being a teacher identified qualities, knowledge and skills identified from the start to the end of the program, building from perceptions to reality, from the old to the new. Conceptions of teaching as work, and the importance of relationships in teaching contributed to the satisfaction of student teachers and helped affirm their commitment in anticipating their future as a teacher. The findings of the study exemplify that a well-structured, collaborative teacher education program in the initial year will attract and retain many prospective teachers. This thesis gives a wider understanding of the first year of a teaching career. The research builds a contemporary picture of what prospective teachers think about teaching in their first year of a teacher education program. The issues and problems identified in the context of a regional campus, underpin the results of this research. This research enables students’ voices to be heard and will inform teacher educators and others involved in teacher education to examine specific cases in the attraction and retention of prospective teachers.

A series of Guides to mathematical content, instructional strategies, appropriate materials and sources of further reading, in the form of booklets, was prepared for use in courses in Primary Mathematics Curriculum for undergraduate and Diploma in Education students. These booklets were intended to take the place of lectures in the course and act, when discussed in workshops, as initial input material for the course. The booklets were prepared also because there is no text currently available which is suitable for this course. Texts recommended for courses at other Colleges were examined and whilst many of them are useful, none is ideal. It is impossible to isolate the effect of the use of the Guides from the impact of the course as a whole. Actually, then, the effectiveness of the total course was assessed as it made use of these written materials. Teaching procedures for the course are described in the body of the study. Undergraduate students were tested, before and after the course, for mathematical concepts functional at the primary level, their beliefs about teaching mathematics, and their attitude towards mathematics. Twelve students were videotaped whilst presenting a number concept before and after the course and ten other students were interviewed at the conclusion of the course. A survey was sent to associates* to assess the effect of the course on each student's teaching of mathematics in the schools. Diploma in Education students undertook only the first two sets of tests because their course was very short. Analysis of the data indicates that the course, making use of these Guides in place of lectures, was effective. A significant gain in understanding was made on the test for mathematical concepts by both groups; a significant change in beliefs about teaching mathematics at the primary level was found in both groups; there was a significant gain with the undergraduate group in the ability to present a number concept; survey forms returned by associates for undergraduate students showed some increase in the use of concrete materials and the amount of mathematics taught in the second half of semester; and students who were interviewed showed that they had realized, at least, what theories and procedures were being advocated in the course. Suggestions for changes and improvements in the course are made as a result of this study.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 4, 2007). PDF text: xii, 264 p. : ill. ; 12 Mb. UMI publication number: AAT 3275079. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: School of Education. Title from title-page of electronic thesis. Bibliography: leaves 118-123.

This study employed a survey design. 5,000 special education teachers were sampled across the nation to determine their perceptions of knowledge of substance abuse, and instructional and behavioral management skills to address students with disabilities who are abusing substances. The following research questions were addressed: (a) What are special education teachers’ perceptions of substance abuse intake among their students; (b) What are special education teachers’ perceptions of their knowledge of different substance abuse areas; (c) What are special education teachers’ perceptions of their classroom knowledge in addressing instructional and behavioral management issues of special education students abusing substances; (d) Are there differences in the teachers’ perceptions of their substance abuse knowledge and related classroom pedagogy skills across: (i) school levels kindergarten/elementary, middle, high school), (ii) school locations (rural, urban, suburban), and (iii) teacher disability assignment (as determined by their students’ primary disability). Descriptive statistics, one-way analysis of variance (ANOVA) repeated measures, and multivariate analysis of variance (MANOVA) was used to analyze the data. The results revealed that although special educators perceive their students abuse substances, they think it is only by a small percentage of students. Significant differences were noted in the teachers’ perception of knowledge in the six substance abuse areas assessed. Significant differences of the teachers’ perceptions of knowledge were also noted across school locations and teacher disability assignments. Future studies should focus on conducting more extensive research in this limited area of study. / text